EFL Teachers’ Perception of Pedagogical Content Knowledge: Voice from Indonesian Rural Schools
DOI:
https://doi.org/10.33603/rill.v6i2.8496Keywords:
pedagogical, content knowledge, rural school, teaching challengesAbstract
Pedagogical content knowledge becomes a topic in this study which aimed to find out EFL teachers’ pedagogical content knowledge especially in self evaluation from rural schools and the challenges that EFL teachers encountered in teaching at rural school. This study was conducted in qualitative approach by using case study method, and analyzed using coding from Saldana (2013). The participants of this study were nine English teachers who were teaching English in senior high and vocational schools at rural area in Cirebon region. The instruments used for collecting the data were questionnaire and interview guides. The result of this study revealed that EFL teachers who are teaching English at rural school had quite high in pedagogical knowledge, content knowledge and pedagogical content knowledge. Most of the EFL teachers at rural school had high in pedagogical knowledge. It meant that they could manage classroom, they know how to deliver the materials well, and know the appropriate strategy or method used to teach students. In this study also found the challenges that EFL teachers faced in teaching English at rural school, such as students’ lack of vocabularies, students’ low concentration, speaking problem, lack of parents’ support, and confidence issue.
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